Reimagining disability accommodations in medical education

Clarke, Quinten K

doi:10.1136/pmj-2022-142088

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…This narrow focus ensures that educational structures need not shift, inclusion is abridged, and realist conceptions of disability are not dismantled (Donoghue, 2003 ). Learners are treated with skepticism and access is framed as a scarce resource, creating an antagonistic approach to inclusion (Clarke, 2022 ). Efforts to expand how school officials understand disability—through, for example, concepts like ableism—appear necessary to move practice beyond compliance or even “spirit of the law” approaches to disability inclusion (Jain, 2020a ; Doebrich et al, 2020 ).…”

Section: Concluding Discussionmentioning

confidence: 99%

Legibility: knowing disability in medical education inclusion

Jain

2023

Adv in Health Sci Educ

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How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students’ disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions. This paper develops the concept of legibility, derived from a constructivist grounded theory study that examined disability inclusion at four U.S. medical schools through interviews with 19 disabled students and 27 school officials (faculty and administrators). With two dimensions (recognition and assessment of possibility), legibility demonstrates that knowing disability is relational, contextual, and equivocal. Drawing from the field of disability studies, the paper argues that the current paradigm of disability inclusion demands that students’ disability experiences be highly legible to themselves and others, yet increased legibility comes with potential risk due to prevalent ableism. While individual interactions can shift understandings of disability towards greater inclusivity, systemic action that embeds liberating discourses of disability into medical education is needed.

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Section: Concluding Discussionmentioning

confidence: 99%

Legibility: knowing disability in medical education inclusion

Jain

2023

Adv in Health Sci Educ

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“…The commentary, The case for centralization of academic accommodations in undergraduate medical education, by Clarke and co-authors, 25 advocated for a centralization and standardization of the academic accommodations processes for medical students with disabilities. Clarke and team noted that standardization and centralization would benefit students and medical schools by reducing time investment in processing accommodation requests.…”

Section: Commentary and Opinionsmentioning

confidence: 99%

Four influential recent Canadian Medical Education Journal articles presented at the International Congress for Medical Education

D'Eon

2024

Can. Med. Ed. J

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“…Acquiring disability accommodations in medical education is a laborious process. 4 Meeks et al noted that among US medical students nearly 1 in 5 students who needed accommodations did not request them. 5 Only 52% of students applying for disability accommodation on the United States Medical Licensing Exam (USMLE) Part I received accommodation.…”

Section: Introductionmentioning

confidence: 99%

Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021

Clarke

Hanes

2023

Can. Med. Ed. J

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Introduction: Previous articles have highlighted the laborious process of acquiring disability accommodations in medical education. We endeavoured to characterize the trends of test accommodations on the MCCQE Part I. Methods: Data was obtained from the Medical Council of Canada on the number of applicants who attained test accommodations on the MCCQE Part I between 2013 and 2021. The number of test takers for the same period was obtained from the Medical Council of Canada’s Annual Technical Reports; this data was not publicly available for 2013, 2014, or 2021. Prevalence rates and graphs were produced. Results: The number of test takers who attained test accommodations ranged from 35 to 126 between 2013 and 2021. The percentage of test takers who attained test accommodations ranged from 0.89% to 2.01% between 2015 and 2020. Per correspondence with the Medical Council of Canada, no applicant who provided all required documentation was denied test accommodations during this period. Discussion: The number and rate of test takers attaining test accommodations on the MCCQE Part I have increased substantially during this period. It is unclear whether this increase is due to greater rates of students with disabilities, or a reduction in stigma around using test accommodations.

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Reimagining disability accommodations in medical education

Cited by 4 publications

References 5 publications

Legibility: knowing disability in medical education inclusion

Legibility: knowing disability in medical education inclusion

Four influential recent Canadian Medical Education Journal articles presented at the International Congress for Medical Education

Prevalence of test accommodations for the Medical Council of Canada Qualifying Exam Part I, 2013-2021

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